complete thesis 2011

Chapter 1

THE PROBLEM AND RELATED LITERATURE AND STUDIES

INTRODUCTION

In the modern era, the chosen career of a person is usually irrelevant to the

course he had taken. The discrepancy of the course and the present career is

questionable, which is why tracing each person’s activity is being done in most

universities and colleges.

Despite low supply of teachers in the country, there is still a possibility for a

person to shift career right after graduating. It has been observed that a person

would learn his capability to do certain things after the experiences that he had gone

through. On the other hand, there are still some who pursued teaching despite the

disadvantages of doing so.

In order to keep abreast of their latest activities, the researchers sought to

find answers as to why the people involved in the research stayed or shifted.

BACKGROUND OF THE STUDY

University of Perpetual Help System-DALTA is one of the several private

schools in Las Piñas City. Other branches are UPHSD Molino, UPHSD Calamba

and others.

University of Perpetual Help System-DALTA is located at Alabang-Zapote

road, Pamplona Las Piñas City. The said University comprises more than 200,000

students, with 150 students in the College of Education.

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The College of Education of University of Perpetual Help Rizal intended to

develop and equip students to become professionals. Its paramount consideration is

concentrated and tasked on the preparation of its students to become successful

teachers and worthy members of the society. The total educative program and

facilities of the college culminate in student teaching. the academic and professional

courses and the variety of extra – classes experiences preceding student teaching

are intended to develop the social, mental, spiritual , socio-cultural and the like

competencies and personal growth needed by a successful teacher. Not until the

student actually engages in actual teaching, however, can the pragmatic values of

the institutional aims and their effectiveness in his training is determined

cooperatively by him, through its supervisory staff. Student teaching provides the

student the opportunity under ideal conditions of supervision to apply theories that

the student has learned and demonstrate ability and aptitude in an actual learning

situation, through the guidance and self initiated adjustments the student may

become the most effective teacher preparation.

The College of Education is offering the BEED and BSED courses under the

New Curriculum CMO30, Series of 2004, which curricula are regularly reviewed in

order to meet the demands of time, hence, the faculty members are involved in the

development of pedagogical approaches for efficiency and effectiveness, and for the

designing of better learning environment.

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REVIEW OF RELATED LITERATURE AND STUDIES

This section contains ideas and information relevant to this study. These

ideas and information are categorized into two, namely: related literature and related

studies, otherwise known as conceptual literature, respectively. Conceptual

literatures are those obtained from books, periodicals, documents, while research

literatures are those taken from the findings of completed researches.

RELATED LITERATURE

Knowing the present activities of a person is very essential especially when it

comes to employment. Through tracing his state of affairs and whereabouts, an

employer would be able to make sure that his decision in hiring the person is right.

The Tracer Study

The ILO Thesaurus (2005) defines a tracer study as an impact assessment

tool where the “impact on target groups is traced back to specific elements of a

project or program so that effective and ineffective project components may be

identified.” In educational research the tracer study is sometimes referred to as a

graduate or alumni survey since its target group is former students.

Schomburg (2003, p.36) notes that graduate surveys are popular for “analysis

of the relationship between higher education and work.” They provide quantitative-

structural data on employment and career, the character of work and related

competencies, and information on the professional orientation and experiences of

their graduates.

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Although the usual end of the course evaluation can ask for the student to

assess whether they have gained the knowledge and skills necessary for fulfilling

their personal objectives, there is really little proof of this until the student has

completed the entire course of study and has entered the workforce. By surveying a

cohort of graduates from: a specific institution; profession; discipline; graduation

date; level of education; or a combination of these for comparative analysis,

Schomburg presents examples of issues which can be addressed in tracer studies.

Biographical data on “Where are our graduates now” may supply information on

income, job title, nature of employment, and years of employment. He also believes

that surveys should also include information “about the kind of work task the

relationship between study and work, and professional values and job satisfaction.”

The information gained from survey items can be used by the graduate’s

alma mater and indeed other education stakeholders for curriculum development

and reform. They may also answer questions such as:

What are the retrospective views of graduates on higher education based on

their career experiences?

To what extend do graduates consider their education and training as

wastage or an opportunity?

How are the outcomes of curricula aiming to create new types of learning and

qualifications to prepare for newly emerging types of occupation and work

task?

How broad or narrow is knowledge fostered in individual degree programs in

comparison to occupational tasks or major occupations?

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Tracer studies have been conducted by educational institutions for decades.

Harald Schomburg and his colleagues at the Centre for Higher Education and Work,

University of Kassel, Germany, have done considerable research on conducting

tracer surveys, constructing effective tracer study questionnaires and their statistical

analysis. They have conducted survey projects such as the CHEERS (Career after

Higher Education-a European Research Study) which investigated the links between

higher education and graduate employment in Europe. They have done similar

research in Africa, Asia and Latin America. A tracer study was conducted on of the

graduates of the University of Malawi who graduated between 1987 and 1995. This

tracer study was part of a comparative study on higher education in Africa,

sponsored by the Association of African Universities(AAU) , using ten other similar

universities in Nigeria, Malawi, Ghana, Kenya, Uganda, and Tanzania.

The main objectives of the tracer study were to: investigate the transition

process from higher education to: shed light on the course of employment and work

over a five year period after graduation; analyze the relationships between higher

education and work in a broad perspective which includes the fulfillment of personal

goals such as job satisfaction and objective measurement like job position, income,

job security and the type of work; find out what factors are important for professional

success of graduates taking into account personal factors like gender, work

motivation, acquired qualifications during course of study and labor market

conditions; evaluate on the basis of the experience and views of graduates, central

aspects of the University, including resources, facilities and curriculum and get

feedback for their improvement; and identify key aspects of the continuing

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professional education of graduates, and themes and kinds of courses, including

extent, cost, location, reasons for participation, proposals for University courses.

(Zembere and Chinyama, (1996) The findings from this University of Malawi

study indicate that graduates were satisfied with teaching quality, course content

and the knowledge gained. However less than 50% of the respondents gave good

ratings for resources and facilities. It was interesting that they saw knowledge of

English, communication skills, a sense of responsibility, self confidence, and

reliability, problem solving ability, initiative, and willingness to learn leadership

qualities and ability to learn are important to professional life irrespective of the

discipline studied.

Another tracer study for the AAU research project on Higher Education and

Work in Africa was conducted in Nigeria entitled “Higher Education and the

Demands of Manpower Development in the Nigerian Manufacturing Sector: an

Empirical Study of Enugu and Anambra States.” The findings for this project were

similar to those for Malawi in terms of student satisfaction about the utilization of

knowledge and dissatisfaction about resources. The research was used to make

recommendations such as the need for:

Mutual and comprehensive capacity building in both our industries and

higher education profiles especially in the areas of general infrastructures,

linking theories to practical skilling and computer technology as a means of

achieving the desired comprehensive capacity building in both our industries

and higher education profiles.

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Improved funding of higher education institutions in order to enhance their

overall capacity for the provision of vital equipment, study facilities and off

study infrastructure, thereby strengthening their study provisions and

conditions profile.

Curriculum planning and development in higher education to be more broad

based and trans-disciplinary than hitherto. Greater emphasis placed on

multiple and practical skills acquisition or practice oriented study and the

revision study curriculum at least every two years to keep abreast of

technological and socio-cultural changes.

Lecturers, particularly those of the engineering and related fields to take short

term "sabbatical" leaves to work in industries for cross-fertilization of ideas

and practical skills between high education and industries, thereby reinforcing

the desired collaboration between the two. (Ugwuonah & Omeje, 1998)

The Nigerian and Malawian studies discussed above are examples of surveys

for traditional education classroom based institutions and programs. Tracer studies

are not confined to graduates of specific national institutions. Surveys have been

done by international organizations and lending agencies and the graduates of

scholarship programs. The use of tracer studies for ODL institutions is not as

common. The Staff Training and Research Institute of Distance Education (STRIDE)

at the Indira Gandhi National Open University (IGNOU) has conducted research on

distance education and the job market in India and done tracer studies of their

graduates in specific programs.

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In Nigeria a tracer study was done for the Nigerian Teachers’ Institute (NTI)

which launched its Nigeria Certificate in Education by ODL in 1990 in response to

urgent need to train more teachers. The findings of the study were that the

performance of ODL graduates was as effective in the classroom as that of their

peers who had studied in the traditional way. Their classroom teaching, lesson

preparation, motivation of students, record keeping and communication in English

was good. The students themselves rated the instructional materials provided quite

highly. However the study revealed some dissatisfaction about the use of audio

visual material. It was also thought that teachers needed to be better trained in the

techniques of ODL. The Institute itself had improved its management and monitoring

systems and efforts had been made to address these inadequacies. (Umar, 2006)

Boettcher (2006) suggests that trends in distance education will be on

“updating knowledge and skills, building perspectives, contextual problem solving,

networking” and a shift to “competency based outcomes.” Planning to incorporate

these new emphases will need the input of graduates who have entered the job

market and are able to assess the relationships between their education and

professional competencies.

This approach may be criticized by those who object to education being

subverted to the human resource needs of employers and industry, and to the

concept of education being a “product” marketed to “customers.” Professor Reich,

former Secretary for labor in the Clinton administration warned about the

marketization of education. He stated that "Higher education in the United States is

coming to resemble any other kind of personal service industry…Products, higher

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education products, are sold on the market, there is a kind of marketization that has

set in…Universities were competing for students and there was a greater and

greater emphasis on vocational and pre-career courses in accounting, law,

economics, finance, engineering, applied sciences.”

(Reich, 2004) He felt that this was not in the interest of the society which

needed a broader base of skills.

However in free societies prospective students will choose disciples which

suit their personal interests and objectives.

According to Burnside (2001), there is “a deep need among 5 workers to

ensure that they have the means for a successful career path. To attain this, they

first need skills that bring success in their current jobs, that are portable to their next

jobs, and that increase market value . . . they need legitimation [sic] that degrees

such as MBAs can bring but delivered in a way that fits into their daily lives.” Tracer

studies of ODL graduates can provide the information needed to reform educational

programs to bring about the fit between the requirements of the employment world

and study. Surveys do have their disadvantages: it is sometimes difficult to locate

graduates and have them complete questionnaires. Schomburg warns that the

graduate might not always be able to identify the relationship between the

knowledge acquired during study and their professional lives and that research

findings are valuable inasmuch as planners can turn the findings into concrete

reforms. However, this paper suggests that the tracer study can be marketing as

well as an evaluation tool. The success of graduates can be advertised, as a

marketing strategy to recruit new students. ODL providers can use the information

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gathered to adapt their courses to the demands of the labor market and modify

programs to attract the ever expanding market of prospective students looking for

personal and professional advancement through ODL.

Related Studies

CHED COMMISIONS CSC TO CONDUCT GRADUATE TRACER STUDY

June 1, 2007

“What courses are considered most in demand in the job market? What

academic experiences and learning in college that the graduates find very

useful in the workplace?”

These are just some of the questions that will be answered by the Graduate

Tracer Study being headed by the Commission on Higher Education and

implemented by various state colleges and universities in the country.

The Catanduanes State College (CSC) is on the institutions tasked by CHED

to conduct the research. It is now simultaneously conducting the data gathering and

the date entry works.

The result of the study, which will track down tertiary graduates from 2001 to

2004, can help Higher Education Institutions (HEIs) like the CSC to be more

strategic in developing their curricula as well as on deciding on program offerings,

staffing patterns and faculty development. It can also gauge the effectiveness and/

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or responsiveness of the degree programs which the graduates completed in the

particular school, especially on identifying the cluster of courses/ subjects that the

graduates found most useful in their workplaces.

In the national policy level, result of he tracer study can be utilized by the

Commission to put up an Annual Higher Education Advisory for parents and

students. The advisory will contain information such as most demanded jobs,

highest hiring (starting) rate and the types of schools most desired by employees. It

will also provide valuable information in terms of budgetary priorities for higher

education, particularly for higher education, particularly state colleges and

universities where normative financing is applied.

Other findings may be generated from the tracer study are: type of graduates

who are most employable, academic experiences (competencies learned during

college) that the graduates find very useful in the workplace, and personal academic

background of graduates that can determine employability.

With this research, CHED would be able to formulate package assistance

programs to develop and/or enhance higher education programs that would promote

the country’s global competitiveness.

On the other hand, the CSC, through its Research Services, aims to

institutionalize the conduct of the tracer study at the CSC level to also achieve the

same benefits that can be derived from tracking down employment status of its

alumni. The result of the study can contribute, among others, in strengthening

policies and guidelines in attaining relevance and responsiveness of CSC’s

curricular offerings. (Gerry S. Rubio, 2007)

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The absence of a current national tracer study that points to what happens to

new tertiary graduates that no one really knows how long it takes them to secure

jobs and how much they earn in various professions.

But even in the absence of such a study, it is clear that it cannot be business

as usual in the way our family of Universities operates.

The University of the West Indies (UWI), for example, has failed to train

persons adequately to create jobs themselves. In many ways, it operates like a

conveyor belt which takes in students on one end and spits them out at the other

after they have been stamped with a prize of a degree.

Universities’ inability to sufficiently inspire entrepreneurship has led to many

graduates walking from the hallowed from the hallowed corridors to the doors of

potential employees waving their degrees, expecting to be immediately absorbed

into the job market. This should not be the case.

Persons who have benefited from university education must be empowered to

set up businesses in niche markets. Not only will these small businesses create

employment, which would further stimulate the economy, but may drive up the

salaries in mainstream industries.

The obvious spin-offs from tweaking the tertiary education system after an

informed study would dbe tremendous. The Students’ Loan Bureau (SLB), for

example, would definitely benefit from it.

However, there is no guarantee that, if universities tweak their curricula, it

would empower more persons to create jobs, and concomitantly, improve students-

loan repayment trends.

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Radical Shake-up

Some would argue that there are persons who refuse to repay their student’s

loan because it ranks low on their priority list. And indeed, it is an open secret that

there is a proportion of borrowers who delay student-loan repayment for the

immediate gratification of presenting an image of success.

There are others, however, whose borderline socio-economic and job

standing simply cannot sustain debt repayment.

It means, therefore, that there needs to be a radical shake-up in the way the

curricula of our universities are structured, as well as the approval procedure for

student loans.

Perhaps the time is right to think seriously about making student-loan

repayment less burdensome for the young professionals.

Merging student-loan repayment with mortgage servicing by the young

professional would not be a bad idea.

Indeed, it is the role of the government to shape policies that direct the

spending of the critical tax dollars. If Prime Minister Golding is convinced that areas

of study such as pharmacology and agronomy are undersubscribed, his

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TRACER STUDY PHASE 1 COMPETED IN QSSN-TONGA

According to the July 2009 WHO report on the view of the Pacific Code f

Practice for the recruitment of health workers (PCOPs) in Tonga, the Queen Salote

School of Nursing (QSSN) have maintained a register of their graduates spanning

over 40 years. On average, twenty students graduate each year with basic nursing

training from QSSN. The school also runs a post-graduate each year with the basic

nursing training programme in intensive care, midwifery, medical and surgical

nursing and public health. The register would therefore provide valuable baseline

data for a tracer study of QSSN graduates.

UNITRACE 2010: TRACER TRAINING OFFERED BY INCHER-KASSEL

OCTOBER 12, 2010

INCHER-Kassel is hosting this week the first workshop of the DIES Training

Course “University Graduates’ Tracer Study course (UNITRACE)”.

The training, consisting of three workshops over the duration of 1 ½ years, is

targeted to people from higher education instructions who will be responsible for

realizing graduate tracer studies. 22 participants from South East Asia, Eastern

Africa, and Central America will be enabled to conduct professional studies in their

home countries (Indonesia, Philippines, Vietnam; Ethiopia, Kenya; Costa Rica,

Guatemala, Nicaragua). Furthermore, participants will be trained in the freeware

software QTAFI, a key tool developed by INCHER-KASSEL to prepare

questionnaires, online surveys, tables and figures for professional tracer surveys.

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This first workshops will take place from October 11 th- October 22nd, 2010,

and will focus on the graduate study preparations: relevant theories, design of the

survey, identification of the mailing addresses of the graduates, organization in the

field work, methods to achieve a high response rate.

DIES Training Course “University Graduates’ Tracer Study Course

(UNITRACE)”

In many institutions, tracer study is done to study the relevance of the study

programs that the students had been in. The institutions also want to get feedback

from their graduates in order to improve their study programs or if there is something

to improve.

However, there is a low level professional expertise to the point that the

interpretation and analysis of data are wrong. So, the relevance of the course and

the career cannot be seen clearly. To avoid the latter, the participants who will be

conducting a tracer study are now being trained through a program, DIES Training

Course “University Graduates” Tracer Study (UNITRACE). The things that they have

to know in tracer study are: development of questionnaire based on relevant theories

and specific research questions, research methodology, organizational field work,

methods to achieve a high response later, data entry and editing, coding, data

analysis, interpretation of findings and reporting.

Hence, based on the information above, conducting tracer study does not just

entail tracing the respondents; in addition, it has something to do with the instrument

that researchers will be using.

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LUTZ HEIDENMANN

-studied Sociology at Dresden University of Technology. His major research

interests are methodology and processes of graduate surveys.

HARALD SCHOMBURG

-trained as a social scientist, is the key researcher of the International Center of

Higher Education Research (INCHER-Kassel) in areas of higher education and

employment, survey methods and quantitative data analysis. H played a major role

in the longitudinal study on the impact of study conditions and provisions on careers

and job assignments in Germany and employment in 11 European countries and

Japan (CHEERS Project). Since 2007 he is the team leader of the German graduate

tracer study “Study conditions and professional success”- a large scale survey in

which more than 70,000 graduates participated. For more than a decade, he was

active in consultancy and conducting training programmes for scholars and

administrators wishing to undertake graduate surveys as a feedback for their own

university. He wrote two handbooks on the methods of undertaking graduate

surveys and conducted training programs in Africa.

ULRICH TEICHLER

-Researcher at the Max Planck Institute for Educational Research; guest researcher

at the National Institute for Educational Research, Tokya, Japan; Dissertation on

higher education and social selection in Japan (Dr. of Phil. In University of Bremen).

SFB RECTOR DELIVERS TAK ON TRACER STUDIES (September 25, 2009) The

Rector of the School of Finance and Banking (SFB), Professor Erasmus Kaijage

delivered a talk on “Guiding Framework for Conducting Graduate Tracer

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Studies” on 25th September 2009 at 3.00 p.m. in the PSCBS Board room.

Participants at the session, known as ‘learning clinic’ included Director

General, Workforce Development Authority (WDA); a representative from the

National University of Rwanda (NUR) as well as PSCBS senior management.

“A Tracer Study is a follow-up survey of former students with regard to their

placement and occupational situation after graduation,” explained Prof. Kaijage.

“Such a study involves not only graduates but also employees and the end users/

clients of these graduates,” he added.

Prof. Kaijage underscored the need for higher institutions to justify their

existence in the society they serve. He asserted that given their prime role of training

high level personnel and conducting research for knowledge creation, universities

may, from time to time need a systematic evaluation not only for directing their

activities but also asserting the relevance of their activities in the larger society.

“Such evaluation will reveal the level and the extent to which universities can

contribute to innovations and offer explanations of their outputs and outcomes.

Curriculum development should be informed by results of tracer studies,” said Prof.

Kaijage.

During the discussions on the presentation, the underlying observation was

that there is an information gap of skills supplied and skills demanded by the labour

market. This has led to unemployment or underemployment that affects a large part

of the population, which includes graduates. The issue of quality of graduates

supplied was also raised as an issue to be addressed in such a tracer study.

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“We need to tackle the problem of students just attending university to get a

paper and not knowledge. This I have observed from experience,” Prof. Kaijage

noted.

Participants recommended that there was a need to have a symbiotic

relationship between stakeholders who include local training institutions, Workforce

Development Authority, PSCBS and other relevant government officials on how to

close the information gap on skills supplied and those needed in the world of work.

At the end of the session, a consensus was reached on having a concept

paper prepared with the guidance of Prof. Kaijage on how academic institutions can

concert their efforts in putting in place a framework for a Graduate Tracer Study

which will be benchmarked on best practices and serve the needs of the country.

Professor Erasmus Kaijage has conducted a number of graduate tracer

studies in the University of Dar-es-Salaam under the auspices of the Association of

African Universities.

SURVEY SHOWS AIT GRADUATES’ IMPACT IN ASIA

July 08, 2009

A recent survey conducted by the Asian Institute of Technology (AIT) of its

graduates has confirmed the international postgraduate institute’s standing as a

regional academic force for addressing the emergent challenges of the Asia-Pacific

region through its international pool of quality graduates.

In the most comprehensive survey of its alumni in its fifty-year history, the

Asian Institute of Technology sampled the opinions of one-quarter of its more than

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16,000 alumni to gauge its past educational performance and inform its strategic

decision-making for the future.

The study offers empirical evidence that AIT has succeeded in producing

highly qualified and committed professionals required to play leading roles in the

region's sustainable development and its integration into the global economy.

Altogether, it targeted a total of 3996 (2491 males and 1505 females) recent

graduates from the period between 2003 to mid-2008, representing 60 countries and

territories. A total of 1121 people replied to the questionnaire. Similarly, 106

employers and 114 peers also responded. A vast majority of the respondent

graduates had an impression that the teaching quality in AIT is excellent and very

good. Eighty percent of employers rated as very high and high levels of performance

of AIT graduates in terms of knowledge and skills in given tasks. Similarly, more

than 90 percent of peers rated AIT graduate performance as very high and high.

The survey found that 70 percent of the AIT graduates have been contributing

at very high and high levels in the sector of natural resource management. It also

concluded that 66 percent of AIT alumni contribute in environmental fields, followed

by 64 percent in gender awareness and application, and agriculture development, 55

percent in poverty alleviation, and 37 percent in renewable and sustainable energy

sectors.

With a pool of alumni from 80 countries, AIT is one of Asia’s most

international postgraduate institutes. It is deeply committed to capacity building for

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developing countries in the region. Altogether 81 percent of all AIT graduates from

low income countries returned to their countries to pursue their careers, and 75

percent did the same in the case of graduates from lower middle income countries.

The study also indicated that over half of all AIT graduates maintained national level

networks, followed by 27 percent who maintained global level networks and nineteen

percent who maintain regional networks.

The study also indicated the real value an AIT degree has in terms of

potential salary earning power. The largest proportion of AIT graduates (33%)

reported earning salaries in the range of US$ 501– 1000 from their current job. In

comparing with pre-enrolment salary levels, where the highest proportion of

respondents (44%) reported a monthly salary in the range of US$ 100 – 200, it can

be said that an AIT degree has contributed substantially to graduates’ incomes.

AIT’s first tracer study was done in 1971. The periodic survey of alumni

focuses on updating the alumni directory and gathering certain information required

for the improvement of AIT’s curriculum, teaching, research, extension, and

networking. The latest tracer study, conducted from August 2008 to January 2009,

included two reports, one of overall AIT graduates and two of the AIT graduates with

Norwegian scholarships. AIT is highly grateful to the Government of Norway for

financing major part of the latest tracer study.

MOST GRADUATES FIND DECENT JOBS- UWI STUDY

April 19, 2009

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Recent calls for a national tracer study to determine what happens to tertiary

education graduates in the year after the completion of their first degree are timely

given the current financial crisis and the need to allocate scarce resources in the

local education sector.

The University of the West Indies (UWI), Mona conducts tracer studies of its

graduates on an annual basis. The most recent of these studies, carried out by the

Office of Planning and Institutional Research, was of the Class of 2007. The survey

sought to determine how students have fared in the job market shortly after

graduating, but also revealed important trends in the labour market.

The survey was initiated in January 2009 among 2,464 graduates residing in

Jamaica and 180 graduates residing in other Caribbean territories. By the end of the

survey period 24 per cent of those surveyed had responded.

The survey sought to obtain information pertaining to the student's gender,

faculty of study, degree earned, and class of degree. A series of questions were also

asked on the graduates' employment status, the skills and competencies acquired

while studying at Mona, and the extent to which their current job was related to their

field of study.

FINDINGS

The most important finding was that some 90 per cent of UWI, Mona

graduates are employed shortly after graduation and of the rest, 4.6 per cent were in

postgraduate studies. Interestingly, 65 per cent of graduates are employed in three

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areas of critical importance to the country's development: education (194), health

care (90) and finance/banking (90).

The majority (42 per cent ) of respondents were in the 19-24 age group, and

in keeping with recent trends, had a female: male ratio of 79:21.

Table 1 shows the breakdown by faculties.

Most respondents graduated with a Bachelor of Science degree (62 per cent),

followed by a Bachelor of Education degree (18 per cent) and a Bachelor of Arts

degree (17 per cent). The top-10 major fields of study were management studies

(66), nursing (64), history (33), hospitality and tourism (28), psychology (28),

education (22), international relations (21), media and communication (19),

educational administration (18), literacy studies (15) and mathematics (15).

EMPLOYMENT STATUS

Among the employed graduates, 37 per cent were employed by a central

government/statutory authority, 34 per cent by the private sector, 23 per cent by

other public sector institutions, and six per cent by other entities. Most respondents

reported employment in the education sector which accounted for 35 per cent.

TYPE OF JOB

Among the employed graduates, 71 per cent reported being employed on a

full-time permanent basis, while 22 per cent were employed on a full-time temporary

basis. Another six per cent reported part-time employment and one per cent, self-

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employment. The fact that 93 per cent of respondents reported full-time employment

speaks positively for the Mona campus and is an indication of the opportunities in

the labour market. Full-time employment was not limited to a particular age group

and all three sectors (education, public and private) accounted for almost equal

shares of the full-time employed graduates.

Fifty-one per cent of respondents said a first degree was not a minimum

requirement for their job. The youngest age group (19-24) was the most likely to

report that their job required a first degree and, among the sectors, the private sector

was the most likely to require a first degree.

JOB RELATED TO FIELD OF STUDY

Fifty-one per cent of respondents said their job was directly related to their

field of study, and another 27 per cent said their job was somewhat related to their

field of study. Only 10 per cent of respondents reported that their current job was

neither related to their field of study nor their preference.

Interestingly 93 per cent of graduates reported that they would be pursuing

advanced degrees, most of them in fields other than in the areas of their first

degrees, the most popular being, human resources management, business

administration, marketing, law and education.

The median gross monthly salary (91 per cent response rate) was $82,250.

The minimum and maximum full-time salaries ranged from $16,000 to $380,000 per

month. When the mean salaries were compared by faculty, the faculty with the

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highest mean salary was humanities and education ($98,181) followed by pure and

applied sciences ($90,700) and social sciences ($87,951). The mean salary for

medical sciences was $79,480.

Sixty-three per cent of respondents from the education sector were 35 years

or older, many of whom were employed as teachers with the Ministry of Education.

Teaching salaries were reported on average in the $90,000-$120,000 range.

Additionally, in the faculty of medical sciences, 75 per cent of respondents were

nurses whose monthly salaries were in the $40,000-$50,000 range compared with

the few MBBS respondents who reported monthly salaries in the $100,000 and over

range.

As would be expected, salaries increased with respondents' age. When the

mean salaries were compared by sex, males had a higher mean salary ($98,194)

than females ($89,758) by almost $9,000.

Salary data were also converted into annual income to see what patterns

emerged. The results indicated that 61per cent of employed respondents were

earning $900,000 or more a year.

Summary and Conclusion

'The Survey of First Degree Graduates, Class of 2007' has provided some

useful information on graduates shortly after graduation.

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Findings also reveal important information about the labour market. Most

notable are the three main sectors in which graduates are employed, education,

health care, and finance and banking. Despite concerns over a weakening economy,

many graduates are able to find decent-paying jobs on a full-time permanent basis.

One area of concern is the gender imbalance at the Mona campus which

requires intervention at the level of the high school. More growth also needs to occur

in postgraduate research programmes, perhaps through better funding opportunities

for students.

With regard to innovative and entrepreneurial skills, the Mona Campus has

moved to better prepare graduates in this area. Only one of respondents reported

that they were self-employed. In 2009, the Department of Management Studies

implemented the BSc Management Studies (Entrepreneurship) degree. This

programme not only prepares graduates for the world of work, but will also

contribute to the country's economic growth through increased entrepreneurship.

At the Mona School of Business, the Vincent HoSang Entrepreneurship

Programme links students with successful business persons to help them learn the

skills of entrepreneurship and start successful companies.

The campus is also developing new programmes in engineering, agri-

technologies and digital media. As the economic situation worsens, initiatives like

these will help the UWI, Mona graduates to not only create jobs for themselves, but

also to create opportunities for others.

25

YEMEN GRADE 12 TRACER STUDY

NORC will conduct a pilot tracer study of Grade 12 graduates for the World

Bank, to gather information on how well the education system has prepared them

for post- secondary education, the workplace, and life after school. The study will

focus on issues of wage employment, self-employment, job search and

unemployment; pursuit of further education and training; and migration.

In August and September of 2007, NORC will collect baseline data via a

survey with a sample of 500 students graduating from secondary school. A follow-on

round of data collection is scheduled for October of 2008. (www.norc.org, 2007)

WHAT JOBS ARE AVAILABLE FOR ENGLISH GRADUATES?

When you tell people your major, the very next question is usually "What do

you want to do with it?." English majors have one of the largest lists of job options

available with just an undergraduate degree.

Here are a few options for graduates with a degree in English:

Novelist

A novelist is one of the most obvious jobs to get with an English degree. As a

novelist you write books on a fictional topic creating the characters and plot along

the way. Unfortunately no one really "hires" a novelist. To be a novelist you will have

to write your book, and then try to get an agent as well as a publisher.

As your popularity increases as a writer you may be able to be paid advances

by publishers to write your next book.

26

Copywriter

Do you enjoy writing short snappy slogans? Can you sell anything? Then a

career in copywriting may be for you. Copywriters typically work in advertising writing

press releases, ads, and web copy for different companies. Copywriters typically

need to know how to work quickly and creatively.

Technical Writer

Technical writers generally write things like instruction book, and manuals for

everything from computer programs to electronic gadgets.

Freelance Writer

A freelance writer writes pieces for publications of their choosing. These can

be huge glossy magazines such as Elle and Cosmo, or online websites such as

associatedcontent or about.com. Freelance writers will generally send out a query

letter to the publisher of their desired publication and be accepted for publication as

well as know the amount they will be paid for the article before they actually write

their article.

Reporter

A reporter will go out and look for information about the world around them and then

write a story about it to share with the public. Reporters usually focus on one topic

such as the arts, sports, or news.

27

Editor

People with very good spelling and grammatical skills may be interested in a

career as an editor. On basic level editors check articles for spelling and

grammatical mistakes. On a larger level many editors make the decision on what

topics are covered in the publication, and will often edit writers work down to a

shorter length to fill a certain amount of space.

Teacher

English majors often become English teachers. No matter what your ultimate

career goal everyone needs to have a good understanding of the English language.

English majors are often passionate about the language, and make fantastic

teachers. (Emily Price, May 25, 2006)

SYNTHESIS

After gathering several related literature and studies, the researchers have

found out that most of the authors emphasized the importance of Tracer study in our

life, society, education, business, employment and the like.

Tracer study helps to trace back the specific activity of alumni that can help

the school know whether the graduates can really apply what they have learned.

Furthermore, it helps the school administrators realize their strengths and improves

28

their weak spots so that their future students will not apply in jobs not related to their

courses.

Lastly, tracer study was designed to know the future of any institution’s

graduates and the relationship between their study and their professional reward.

THEORETICAL FRAMEWORK

Law of Supply and Demand states that when the supply increases, the

demand, which is inversely proportional to it, decreases. This may be one of the

factors as to why so many graduates nowadays find it hard to land a job: there

simply aren’t enough jobs out there to accommodate all the new graduates. As a

result, competition becomes so high in the field. Through this study, we can identify

that not all the in demand courses nowadays will still be in demand in the future.

Therefore, it will encourage the students to take courses that they really like or that

they are interested in.

We can also add the fact that there is a possibility of a tracer study making or

breaking a school’s reputation. A school’s worth is measured by the quality of

graduates they produce each year. If the students that were tracked after graduation

are found to be incompetent because of the quality of education he received in his

Alma matter, then it would not look so good for the school in which he graduated.

This is the reason why CHED commissioned every school to conduct a tracer

study, so that they can be assured that what these students receive is nothing but

29

quality education, and not just to be milked by opportunists who operate under the

guise of teaching students.

CONCEPTUAL PARADIGM

Figure 1: Paradigm of the Study

Conceptual paradigm of the study follows the Input, Process, Output model. The

figure shows that the input of the study consists of the profile of the respondents in

terms of age, gender, civil status, year graduated, present occupation and

employment station. Likewise, it includes the factors that contributed in getting the

present occupation such as salary, benefits, promotion and the like.

The process of using questionnaire and having a structured interview will be

utilized to procure information. The result or the output is self-fulfillment as teachers.

STATEMENT OF THE PROBLEM

1. What is the profile of the respondents?

1.1. Age

30

OUTPUTINPUT PROCESS

Self-fulfillment as teachers

Questionnaire

Structured Interview

Profile of the respondents1.1. Age1.2. Gender1.3. Civil status1.4. Year graduated1.5. Present

occupation1.6. Employment

station

Factors that contributed in getting the present occupation

1.2. Gender

1.3. Civil status

1.4. Year graduated

1.5. Present Occupation

1.6. Employment station

2. What are the factors that contributed in getting the present occupation?

3. If they are in the teaching profession, what problem or challenges have the

respondents encountered?

4. What teacher-related activities can the respondents consider as self-fulfilling

as a teacher?

SIGNIFICANCE OF THE STUDY

The main purpose of a tracer study is to trace, examine and evaluate the student

with the current and subsequent career or other employment patterns of graduates

from institutions of learning. The study will benefit the following:

Students

This study will help the students to know the career that they can get after

graduating and the reason on why other graduates did not pursue the profession

that they have taken during college.

School Administrators

This will help them to improve the programs that they offering, so that the students

will follow the profession that they are taking after graduating.

31

Parents

This study will provide the factors that affect the career of their child and the reasons

on why other graduates did not pursue the right job according to the profession that

they have under take.

SCOPE AND DELIMITATION OF THE STUDY

This study will trace the recent activities of all Secondary English major

graduates from year 2007 to 2010 of University of Perpetual Help System DALTA.

Likewise, the researchers will deal on the career that the English majors are in now.

It gives knowledge if the English majors became teachers in Secondary or have

other jobs far from the course taken.

It will rate how many English majors were able to be English teachers or other

jobs related to teaching and how many were able to go to other careers.

DEFINITION OF TERMS

CHEERS (Career after Higher Education-a European Research Study) - a survey

project that investigates the links between higher education and graduate

employment in Europe.

CHED (Commission on Higher Education) – the governing body in the Philippines

covering both public and private higher education institutions as well as degree

granting programs in all post secondary educational institution in the country.

32

LET- Licensure Examination for Teachers

ODL- Online and Distance Learning

Curriculum – a course of study. It is an outline of subjects that a student will take in

particular years.

Tertiary – third rank or stage.

Radical – favoring drastic reform

Survey - methodical investigation

Employment - use or hire

English majors – persons who are taking English major subjects or teaching English

subjects.

33

Chapter 2

METHODOLOGY

This chapter presents the research design that the researchers used in this

study, the description of the respondents, the instrument used to gather the data, the

data gathering procedure, and the statistical treatment.

RESEARCH DESIGN

The descriptive method was used in this study. This method was used to

gather information from our respondents, as it had a data-gathering procedure,

which had worked best for the benefits of the researchers. It was a method which

involved gathering, interpreting, and analyzing data from the graduates of the study.

The information gathered answered the questions in, and also those related

to the study.

RESPONDENTS OF THE STUDY

The respondents of the study were the English majors who graduated from

year 2007- 2010. There were 11 English majors who responded in the questionnaire

that was given by the researchers. (see table no. 4)

34

RESEARCH INSTRUMENT

Questionnaire

The researchers used a questionnaire made by Mrs. Cecilia V. Rances,

Thesis Adviser of the 3rd year students to gather the needed information for the

study. It consisted of 12-item questions.

Internet

Some information was taken from different websites on the internet.

Library

Additional materials and references were gotten from the research section of

the library.

VALIDATION OF INSTRUMENT

The instrument that the researchers utilized for the respondents had also

been used by the faculty of the College of Education, so there is no need for the

further validation of the instrument. Mrs. Cecilia Rances, Thesis Adviser, gave the

questionnaire to the researchers in order for them to begin their research.

DATA-GATHERING PROCEDURE

In the pursuit of the objectives of the study, the researcher first sought the

permission from the Dean and Chairperson of the College of Education of the

University of Perpetual Help System DALTA – Las Piñas Campus for the use of the

graduate students Major in English as subject of this study, after which they

contacted all the alumni in getting all the necessary information.

35

Chapter 3

Results and Discussion

This chapter presents the data gathered from the respondents. The

information obtained was presented, analyzed and interpreted to answer the specific

questions.

Problem 1. What is the profile of the respondents?

TABLE 1. Profile of the respondents according to Gender

GENDER FREQUENCY PERCENTAGE

Male

Female

4

7

36.36

63.64

Total 11 100

The table shows the profile of the students according to gender. 4 or 36.36%

male respondents answered the necessary information while 7 or 63.64% female

respondents did so. The total population was 11 or 100% respondents.

TABLE 2. Profile of the respondents according to Age

AGE FREQUENCY PERCENTAGE

21-23

24-26

27-29

30-32

3

6

1

1

27.27

54.55

9.09

9.09

Total 11 100

36

The table shows the profile of the respondents according to age. The researchers

had an interval of three (3). The age bracket is from 21-23 wherein 3 or 27.27% of

the respondents belong, 24-26 wherein 6 or 54.55% of the respondents belong, 27-

29 wherein 1 or 1.09 of the respondents belong to and 30-32 wherein 1 or 1.09% of

the respondents belong. The total population was 11 or 100% respondents.

TABLE 3. Profile of the respondents according to Civil Status

CIVIL STATUS FREQUENCY PERCENTAGE

Single

Married

Widow/er

11

0

0

100

Total 11 100

The table shows the profile of the respondents according to civil status. 11 or

100% of the respondents were single. It meant that nobody had married nor

widowed.

TABLE NO. 4. Profile of the respondents according to Year Graduated

YEAR GRADUATED FREQUENCY PERCENTAGE

2006-2007

2007-2008

2008-2009

2009-2010

4

3

2

2

36.36

27.27

18.18

18.18

Total 11 100

37

The table shows the profile of the respondents according to year they

graduated. There were 4 or 36.36% of the respondents graduated in year 2007, 3 or

27.27% in year 2008, 2 or 18.18% of the respondents graduated in year 2009 and 2

or 18.18% of the respondents graduated in 2010.

TABLE NO. 5. Profile of the respondents according to Present Occupation

PRESENT

OCCUPATION

FREQUENCY PERCENTAGE

Teacher

Others

None

8

2

1

72.73

18.18

9.09

Total 11 100

The table shows the profile of the respondents according to their present

occupation. Only 8 or 72.73% of the respondents were able to be employed as

teachers; however, one of them teaches SPEd. 2 or 18.18% of the respondents got

jobs not related to the course they had taken while only 1 or 9.09% of the

respondents was not working.

TABLE NO. 6. Profile of the respondents according to Employment

EMPLOYMENT FREQUENCY PERCENTAGE

School

Others

None

8

2

1

72.73

18.18

9.09

Total 11 100

38

The table shows the profile of the respondents according to employment. 8 or

73% of the respondents were able to be employed in schools while 2 or 18% of the

respondents were employed on other companies not related to teaching. Only 1 or

9% was not employed in any employment station.


The common factors that contributed in getting the present occupation are

having the passion, confidence, and good communication skills. There are also

some who asserted that they have patience, attitude, willingness and enthusiasm

that helped them in getting their jobs.

3. If they are teaching profession, what problem or challenges have the


From the information given by the respondents, one of the problems that they

had encountered in teaching is having difficulties in classroom management. Some

of their students also take longer time before they understand the lesson that is why

the teacher puts more effort in his / her teaching so that the students can understand

the lesson very well.

39

4. What teacher-related activities can the respondents consider as self-

fulfilling as a teacher?

Based on the information that the researchers had gathered from the

respondents, they felt most fulfilled when the students learned and appreciated the

things that they had taught, and when they showed gratitude for the knowledge they

had acquired.

40

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations.

This study sought to know the whereabouts of the English major graduates of

the College of Education of University of Perpetual Help System - DALTA SY 2007 –

2010.

Specifically, this study answers the following questions:

1. What is the profile of the respondents?


3. If they are in the teaching profession, what problems or challenges have the


4. What teacher-related activities can the respondents consider as self-fulfilling

as a teacher?

SUMMARY OF FINDINGS

Based on the data gathered and analyzed by the researchers, the study

disclosed the following:

1. Majority of the English major graduates are in teaching profession where 8 or

73% of the respondents belong to; however, one of them teaches SPEd. 2 or

18% of them are in other profession far from the course taken while only 1 or

9% is unemployed.

41

2. Most of the employed answered that they had passion, confidence, and good

communication skills which contributed in getting the present occupation. For

the employed teachers, the problem or challenge that they commonly

encountered is the difficulty in classroom management. Few of them had a

hard time with their students – some of their students are having difficulty in

understanding the lesson.

CONCLUSIONS

In the view if the findings drawn from the data and information shown, the

following conclusion arrived at:

Few of them were either employed in other profession not related to

the course taken or unemployed while the majority of the respondents were

able to be teachers; however, there is one who teaches other subject. The

reason why they got their occupation is having positive characteristics of an

ideal teacher. There were also problems that they encountered as teachers

that they wanted to solve.

RECOMMENDATIONS

On the basis of the findings of the study and from the conclusion drawn, the

following recommendations are posed:

1. For the employed teachers, they have to be innovative in creating activities

that will encourage the students to participate in the discussion and to

understand the lesson very well.

42

2. If the teachers have a hard time in classroom management, they must be

giving house rules before they proceed to the lesson. Also, they must create

an activity which involves silence like “silence game” and the like.

3. For the respondents who are in other profession, they must also try to apply

as teachers in some schools. If they are not interested in doing so, apply

other things that they have learned from their previous experiences in

studying in order to keep up their good work in the employment station they

are in now.

4. For the unemployed, since he was not able to pass the Licensure

Examination for Teachers (LET), he could probably review and take new LET.

5. For the future educators, take a job that is suitable to the course taken in

order to really apply what you have learned from the discussions.

43

APPENDICES

APPENDIX A

University of Perpetual Help System – DALTACollege of Education

Pamplona, Las Piňas City

December 20, 2010

Dear Respondents:

We are third year Education students who belong to a thesis writing class of University of Perpetual Help System – DALTA, College of Education. Currently we are working on our thesis entitled, “TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF UPHSD SY 2007 – 2010” in partial fulfillment for the degree of Bachelor of Secondary Education.

In this connection, we are asking your cooperation by answering the questionnaire honestly. Rest assured that your answers will be kept confidential.Thank you very much.

Respectfully yours,

JUDEA MAE ESPAŇOLA

MARIA CRISTINA HONRADA

BOMIN LEE

VERNALD SABALZA

JOHN PHILIP TAMPUS

44

Noted by:MRS. CECILIA V. RANCES

APPENDIX B

University of Perpetual Help System – DALTACollege of Education

Pamplona, Las Piňas City

March 15, 2011

Mrs. Emerlyn ManaguasPre-school CoordinatorCollege of Education

Madam:

We are third year students who belong to a thesis writing class of University of Perpetual Help System – DALTA, College of Education. Currently we are done with our thesis entitled, “TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF UPHSD SY 2007 – 2010” in partial fulfillment for the degree of Bachelor of Secondary Education.

In this connection, may we ask you to be one of the panelists on Friday, March 18, 2011, 8:30am at room 125.

Thank you very much.

Respectfully yours,

JUDEA MAE ESPAŇOLA


BOMIN LEE

VERNALD SABALZA

JOHN PHILIP TAMPUS

45


APPENDIX CUniversity of Perpetual Help System – DALTA

College of EducationPamplona, Las Piňas City

March 15, 2011

Mr. Dane B. JacintoChair, Education ProgramsCollege of Education

Sir:

We are third year students who belong to a thesis writing class of University of Perpetual Help System – DALTA, College of Education. Currently we are done with our thesis entitled, “TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF UPHSD SY 2007 – 2010” in partial fulfillment for the degree of Bachelor of Secondary Education.

In this connection, may we ask you to be one of the panelists on Friday, March 18, 2011, 8:30am at room 125.Thank you very much.

Respectfully yours,

JUDEA MAE ESPAŇOLA


BOMIN LEE

VERNALD SABALZA

JOHN PHILIP TAMPUS

46


APPENDIX D

THE SURVEY QUESTIONNAIRE

Name: __________________________________Year Graduated: _____________ Directions: Please answer the needed data. 1. Age ____________ Date of Birth _________________ Place of Birth __________ 2. Civil Status _______ Married If married, name of spouse________________ _______ Widow/er Occupation: _________________ _______ Separated Number of Children: _________________ 3. Course Graduated: _____ BEED Area of Specialization: _________________ _____ BEED Area of Specialization: _________________ 4. Honors Received___________________________________________________ 5. LET Passer? ______ Yes ______ No If Yes, What is your passing grade?_____ 6. Are you already teaching? ________ Yes _______ No If Yes, for how many years now? ___________________ Write the school, grade/year level where you are teaching. School:_______________________________________________________ Grade/Year Level:______________________________________________ Address:______________________________________________________ Contact Number:_______________________________________________ If No, where are you connected with? Company/Employer:_____________________________________________ Address:______________________________________________________ Contact Number:_______________________________________________ 7. Are you pursuing your studies? _______ Yes _______ No If Yes, what graduate course are you taking up now? Where? Course:_______________________________________________________ University:_____________________________________________________ Address:______________________________________________________ 8. What is your present position?_________________________________________

47

9. What do you think are the factors that help you most in getting your present position?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What problems/challenges did you encounter as a teacher?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. What do you do to resolve the problem/s?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 12. What are the things that you consider self-fulfilling as a teacher?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 13. This tracer brings you and your Alma Mater closer together amidst the passage of time. Any inspiring message to our Education and our students who will someday be teachers?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

48

CURRICULUM VITAE

49

PERSONAL DATA

Name: JUDEA MAE VILLANUEVA ESPAÑOLABirthdate: May 3, 1991Birthplace: Perpetual Help Medical ClinicCivil Status: SingleReligion: Born Again ChristianLanguages spoken: Filipino, EnglishMobile Number: 09176021335Email address: [email protected]

EDUCATIONAL ATTAINMENT:

Tertiary: University of Perpetual Help System-DALTA2008 to date

Secondary: CAA National High School-Main2007-2008

Elementary: Jesus Caring Hand Foundation School2003-2004

AFFILIATIONS/ ORGANIZATIONS:

Vice-President, Education Student Council2010 to dateSecretary, Education Student Council2009-2010

50

P.R.O., Elite English Club2010 to dateTreasurer, Elite English Club2008-2009

Secretary, Associate Editor, News EditorEducator’s Scroll: The official paper of the College of Education2010 to date

Treasurer, Supreme Student Government, CAA National High School-Main2007-2008

President, Filipino Club (CAA National High-School-Main)2007-2008

ACHIEVEMENTS:

Class Valedictorian, Jesus Caring Hand Foundation School2003-2004

Best in English, CAA National High School2007-2008 President Golria Macapagal-Arroyo Campus Journalist Award Recipient,2007-2008

Champion, Reading Proficiency Contest, Division Level2006-2007

Champion, Reading Proficiency Contest, Regional Level2006-2007

Champion, Extemporaneous Speech Contest, Education Days2008-2009

51

PERSONAL DATA

Name: MARIA CRISTINA HONRADABirthdate: November 24, 1985Birthplace: Don Fabella Hospital, Sta. Cruz, ManilaCivil Status: SingleReligion: Roman CatholicLanguages spoken: Filipino, EnglishMobile Number: 09058241930Email address: [email protected]


Tertiary: University of Perpetual Help System-DALTAAlabang – Zapote Road, Las Piñas CityBachelor of Secondary Education – Major in English2008 to date

Adamson University900 San Marcelino St., Ermita, ManilaBachelor of Secondary Education – Major in Computer Technology2004 to 2005

Adamson University900 San Marcelino St., Ermita, ManilaBachelor of Science – Major in Biology2002 - 2004

Secondary: Adamson University900 San Marcelino St., Ermita, Manila1998 - 2002

Elementary: Moonwalk Elementary SchoolMoonwalk Village, Talon 5, Las Piñas City1994 – 1998

School of the Holy SpiritMarcos Alvarez Avenue, Talon 5, Las Piñas City1992 – 1994

52


President – Education Student CouncilVice - President – Elite English Club Managing Editor, Lay-out Artist, Literary Editor – Educator’s Scroll 2010 to date

Treasurer – Elite English ClubP.R.O. – Educator’s Scroll2009 – 2010

MUSIKHA (Malayang Ugnayan ng Sining at Karunungan)Adamson University Campus BasedDance Coordinator2003 – 2004

Tinik ng Teatro – member2003 - 2004

ACHIEVEMENTS:

5TH HonorGrade 2 – School of the Holy Spirit1993 – 1994

Top 3 in ClassGrade 3 – Moonwalk Elementary School1994 – 1995 Top 5 in ClassGrade 4 – Moonwalk Elementary School1995 - 1996

Top 2 in Class, Best in English, Best in Math, Grade 5 – Moonwalk Elementary School1996 – 1997

Top 1 in Class, Best in English, Best in Science, Best in FilipinoGrade 6 –Moonwalk Elementary School 1997 – 1998

Top 3 in Class1st Year High School – Adamson University1998 – 1999

Top 5 in Class2nd Year High School – Adamson University1998 – 1999

Champion, Solo Singing Contest, Education Days2009 – 2010

53

PERSONAL DATA

Name: BOMIN LEEBirthdate: November, 30, 1989Birthplace: Republic of KoreaCivil Status: SingleReligion: born again ChristianLanguages spoken: Korean, EnglishMobile Number: 09266902417Email address: [email protected]



De La sale university, Manila 2007-2008

Secondary: Southville International school and colleges2004-2007Dong Gu middle school, South Korea2002-2004

Elementary: Doin In Elementary school, South Korea2000-2002

Jang Hyun elementary School, South Korea 1996-2000

ACHIEVEMENTS:

Bronze Medalist, Southville International School2006-2007

3rd year – Pink Academic Award, Southville International School2005-2006

54

PERSONAL DATA

Name: Vernald A. SabalzaBirthdate: Dec. 28, 1991Birthplace: Tondo, ManilaCivil Status: SingleReligion: Roman CatholicLanguages spoken: Tagalog, EnglishMobile Number: 09997927139Email address: [email protected]



Secondary: Bacoor National High School2004-2008

Elementary: Joy of Mary Learning School1998-2000

Salawag Elementary School2000-2004

Organization:

Auditor, Elite English Club 2010-2011

55

PERSONAL DATA

Name: JOHN PHILIP MORIMONTE TAMPUSBirthdate: March 22, 1992Birthplace: LeyteCivil Status: SingleReligion: Roman CatholicLanguages spoken: Filipino, EnglishMobile Number: 09287843079Email address: [email protected]



Secondary: Masville National High School2005-2008Paraňaque National High School2004-2005

Elementary: Fourth Estate Elementary School1998-2005


Vice-President, Associate Editor, Educators’ Scroll2010 -2011Business Manager, Elite English Club2010-2011Assistant Director, Speech and Stage Arts’ “The Count of Monte Cristo”2010-2011

56

Business Manager, Education Student Council2009-2010

P.R.O., Education Student Council2008-2009

4th year level representative, Supreme Student Government2007-2008

Photo Journalist, Masvillian Link2007-2008

ACHIEVEMENTS:

Valedictorian, Sampaguita Hills Day Care Center1997-1998

3rd year – Magnolia’s 1st Honor, Masville National High School2006-2007

Deportment Award, Masville National High School2007-2008

Leadership Award, Education Days2008-2009 3rd Placer in Oration, Education Days2008-2009

3rd Placer in Extemporaneous Speech Contest, Education Days2009-2010

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REFERENCES

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complete thesis 2011

Documents